 Howard
Gardner's Theory of Multiple Intelligences (MI) |
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| MI
- Self Assessment |
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| The
Intelligences Defined |
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| MI
in the Classroom |
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| The
MI Guide |
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| Howard
Gardner's Theory of Multiple Intelligences (MI) |
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| MI
- Self Assessment |
|
| The
Intelligences Defined |
|
| MI
in the Classroom |
|
| The
MI Guide |
|
Howard
Gardner's
Theory
of
Multiple
Intelligences
(MI)
| “Intelligence refers to the
human ability to solve problems or to make something that is valued in
one or more cultures. As long as we can find a culture that values an ability
to solve a problem or create a product in a particular way, then I would
strongly consider whether that ability should be considered an intelligence.”
- Howard Gardner, 1997 |
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| For an ability to be considered
an intelligence, it must meet specific criteria:
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| Howard Gardner suggests that all human beings have several intelligences, up to eight. Further, every person has different strengths and weaknesses in regards to the intelligences. One person might be strong in all eight intelligences, while another has a distinct inclination toward just two or three. Each person's mind works as differently from another's as there are faces in a crowd. |
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| Gardner has a potential ninth
intelligence in mind, namely the Existentialist, however "we don't have
good brain evidence yet on its existence in the nervous system - one of
the criteria for an intelligence." (Gardner, 1997)
The Existentialist is essentially the philosopher, posing questions about one's origins, one's existence, one's demise and so forth. If you care to incorporate this ability in your lesson planning, you might consider using activities that appeal to the Intrapersonal/Introspective intelligence as a stepping stone and build onto it. |
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| Because of the many differences in the ways we learn, it is important for educators to be able to address them all. This is crucial when assessment time roles around. Many tests required in our schools measure certain abilities, by testing in a very limiting manner such as verbal, or mathematical. Students with strengths in other intelligences often suffer because they cannot relate to these unwittingly biased tests and exams. |
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| Educators often fall into the
trap of teaching in the intelligence(s) they are strong in, thus making
it difficult for students with other strengths to learn, thus making it
even more difficult for them to respond to tests and exams that also do
not take the MI into consideration.
This is why it is important for educators to know and understand their own strengths, but also to be aware of the fact that given time and opportunity, a weaker intelligence might be fostered into a dominant, while another is ignored and weakens. MI is not a fixed thing. As humans are constantly learning, the way we perceive and learn also influences our own MI. |
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Considering Howard Gardner's MIs, what do you think the various intelligences
consist of? |
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Can you guess which you might belong to based on what you know of your
own habits? |
| Elaborate
on what you think the benefits might be in knowing not only your students'
MI strengths, but your own? |
Multiple
Intelligences-Self
Assessment
| As educators, it's important
for us to know not only our students' needs in regards to MI, but also
our own. Inevitably, we will teach the way we know best and the way it
suits us best. By no means is it coincidental that the way we teach also
coincides with the way we learn best. In other words, if we are visual
learners, we will teach with lots of visuals. If we are verbal learners,
we are bound to lecture.
Recognizing our strengths helps us to bridge the gap and help those students who might have strengths other than our own. Gardner's MI theory allows for great variety in teaching which in turn is a great appeal and asset to the students. |
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| The visual/spatial learner
relies heavily on sight, can easily understand visual words and create/transform
mental images. Sees/understands things in terms of pictures, abstract or
concrete |
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| Enjoys drawing and creating
things, puzzles and mazes |
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| Can easily imagine things,
create mental images or visualize objects |
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| Needs visual representations
of material, video, drawings, props, photographs, overhead projector, illustrations,
demonstrations, charts, posters, chalkboard, |
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| The logical/mathematical
learner loves to question, relies on logic and reasoning, categorizing
facts, sequential thought |
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| Enjoys working with numbers,
experiments, calculating |
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| Can easily discern abstract
patterns, find relationships between things |
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| Needs manipulatives, brain-bogglers,
critical thinking activites, graphic organizers that show relationships
or patterns, problem-solving manipulatives, puzzles, games |
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| The verbal/linguistic learner
relies on words to learn, uses language to link new knowledge to prior
knowledge, communicates by listening, speaking, reading, writing |
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| Enjoys writing, reading,
telling or hearing stories |
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| Can easily memorize, write
essays, stories, poetry, manipulate words |
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| Needs materials steeped
in language, books, journal activities, word games, listening activites,
graphic organizers for brain-storming, lists, mnemonics, speakers, interviews,
peer teaching, opinions, reactions |
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| The body/kinesthetic learner
relies on movement and touch, shows good sense of direction and timing
in movements |
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| Enjoys active learning,
moving, running, talking, whole body activites |
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| Does well in physical activites,
sports, dancing, etc. |
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| Needs manipulatives, hands-on
learning, whole body activities, benefits from TPR, dramatics, miming,
creating things, role playing, interviews, field trips, active learning |
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| The musical/rhythmic learner
learns by rhythm and patterns in sound, pitch, rhythm, enjoys creating/experiencing
musical moments, responds with actions, keeps own beat |
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| Enjoys any kind of music
or rhythm, singing, clapping hands, tapping feet |
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| Does well in music, excells
at picking out sounds or accents |
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| Needs music, a beat, class
material set to song or dance, or taught with a beat, music mnemonics,
allow for own illustration/interpretation of material through dance, jingles,
raps, cheers, |
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| The interpersonal/social
learner works best with group and interactive projects. This learner understands
and gets along with others well as (s)he can interpret moods, motives etc.
of others well |
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| Enjoys interacting with
friends and classmates, organizing, collaborating, relating with others. |
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| Does well with group projects,
interactive work, organizing, mediating |
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| Needs games, role playing,
peer work/interaction, group projects, think-pair-share, jigsaws, creative
group tasks like collages and story books, interactive technology including
eMail, chat, CD-ROM, Internet, etc. |
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| The intrapersonal/introspective
learner relies greatly on reflection, goals and often unique ideas, thoughts
or projects. These learners understand themselves best and like taking
responsibility for thinking on their own |
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| Enjoys planning, meditating,
working alone, following their own path |
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| Does well with journals,
self-paced instruction, originality, focusing, auto-biographies, family-heritage
studies |
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| Needs options, independent
study, journals, time to reflect, goals, problem solving activities, open-ended
expression |
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| The naturalist learner
responds to all things nature, classifications thereof, problem solving,
discovery-based projects |
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| Enjoys nature, plants,
animals, geology, fossils, classifying, discovering, working outside |
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| Does well identifying and
classifying plants, minerals, animals |
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| Needs discovery-based projects,
basis in nature, environment, data collecting, demonstrations, research
reports, logs (journals), reports |
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What are your general impressions of the MI? |
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Are you surprised/overwhelmed at the different needs and requirements? |
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or why not? |
Multiple
Intelligences
in
the
Classroom
-
How
to
Incorporate
MI
| Now that we know what each intelligence consists of and the needs of our students, let's gather some concrete ideas to use in the classroom. After the activity, I will collect your ideas and include them in the MI Guide so that you can reference them in the future. |
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| Imagine you're in a classroom, about to teach one of the following lessons. Separate into four groups, (we'll count off) and in your group brainstorm how to incorporate activites that address each of the intelligences (look at the example). Write your ideas on the transparency to share with everyone afterwards. |
| 1) "Going to the grocery store" (specifically, food items) |
| 2) Prepositions |
| 3) "Baking cookies" (specifically, measurements, numbers) |
| 4) Discuss a fairy tale |
Some Closing Thoughts.. .
| When you return to your classes, give your students the MI-test. It will help you in your planning, and they will enjoy learning something new about themselves. Plus, it will be nice to take a test they won't be graded on for a change and a test that will help them learn more effectively in the future! |
| So you know about Gardner and his MI theories, you've figured out your MI strengths, you have a way to determine those of your students and a bunch of new ideas to try in school, but how do you maintain this variety day-in and day-out? A simple chart can do the trick. The one given here is a simple chart with the MI listed down one row and a blank row down the other for you to personalize as you need it. You can chose to enter the days of the week, dates, specific lessons or however you prefer to categorize it. You might even find another type of chart works better for you. So long as you have a way to check off and make sure you're teaching to all the intelligences. |
| I hope today's presentation has been benefical to you and given you some new ideas to take back to the classroom. I appreciate any comments, questions or feedback you may have and welcome your eMails at [email protected] |
| Finally, here is a link to the MI Guide. Here I have included links to other MI sources both online and print. This is also where I'll include the lesson plans we came up with in today's session. If you discover other useful links or articles, please let me know. |
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T h e E n d
J